Download First in the World: Community Colleges and America's Future by J. Noah Brown PDF

By J. Noah Brown

From his exact vantage aspect as President and CEO of the organization of group university Trustees, J. Noah Brown writes in regards to the intersection among group schools and America’s have to regain monetary momentum and its place as first on the earth with admire to school attainment. through connecting previous monetary and schooling rules and investments to percentages for the longer term and persisted nationwide growth, Brown reminds us that restoring America’s prominence is nearby. extra importantly, he succinctly advocates for the ability of neighborhood faculties to extend academic attainment, thereby decreasing source of revenue inequality by way of permitting extra american citizens to entry actual financial opportunity.

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Additional resources for First in the World: Community Colleges and America's Future

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Documenting what students learn, know and can do is of growing interest to colleges and universities, accrediting groups, higher education associations, foundations and others beyond campus, including students, their families, employers, and policymakers. 27 MUCH MORE TO BE DONE Much more needs to be done to identify, codify, and build a learning-outcomes assessment tool for community colleges. The challenge for those who will do this important work will be to agree on exactly what should constitute learning outcomes.

A common refrain centers on the capability of the nation to sustain its community colleges in the twentyfirst century with a resource system balanced between federal, state, and local funding as it evolved in the latter half of the twentieth century. This debate is fueling discussions focused on new partnerships, engaging new stakeholders, philanthropy, and the need for a new compact between the public and higher education. COMPLETION MATTERS Chapter 5 explores the renewed imperative in America to redouble efforts to increase student persistence, success, and completion.

As mentioned in the previous chapter, the enrollment patterns of stopping in and out, swirling, and discontinuous education confound the application of accountability systems developed for more traditional student-enrollment and academic-progression patterns. More important, some community college students enter the institution with no intention of graduating with a degree or certificate, but rather to gain skills that are valued by employers or to fulfill professional career goals and requirements.

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